Sistema Universitario Ana G. Méndez School for ... 670 6… · efectivo de su tarea como educador...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

EDAG 670 P, 671, 672

Internship-Practice/

In Educational Administration Leadership

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved.

EDAG 670P,671,672 Internship/Practice In Educational Administration Leadership 2

Prep. 7- 31-2006 Prof. Diane Duren-Scollo Revised: 2-23-2009 Prof. Nancy Arcelay

Revised: 08-10-2009 Nelson Torres, Ed. D.

TABLA DE CONTENIDO/TABLE OF CONTENTS

Páginas/Pages

Guía de Estudio ............................................................................................................................... 3

Study Guide .................................................................................................................................. 17

Workshop One .............................................................................................................................. 31

Taller Dos...................................................................................................................................... 35

Workshop Three............................................................................................................................ 39

Taller Cuatro ................................................................................................................................. 42

Workshop Five/Taller Cinco ......................................................................................................... 46

Anejo A/Appendix A .................................................................................................................... 50

Anejo B/Appendix B..................................................................................................................... 51

Anejo C/Appendix C..................................................................................................................... 54

Anejo D/Appendix D .................................................................................................................... 57

Anejo E/Appendix E ..................................................................................................................... 59

Apéndice F/Appendix F ................................................................................................................ 61

Apéndice G/Appendix G............................................................................................................... 63

Anejo G1/Appendix G1 ................................................................................................................ 65











Guía de Estudio

Título del Curso Práctica Docente Internado Administrativo Educativo

Codificación EDAG 670P, 671, 672

Duración Componente Académico (Seminario), 5 sesiones

Pre-requisito Todos los cursos completados y la aprobación de la institución o el

Coordinador del Internado.

Aplicación de los conocimientos, destrezas y valores en un ambiente de práctica real para líderes

educativos. Los estudiantes demostrarán la habilidad de integrar teoría, investigación, y práctica

para transformar la institución educativa a una comunidad de colaboración efectiva. Se

enfatizarán las áreas de administración, personal, comunicación, operación educativa, currículo,

finanzas, aspectos legales y tecnología. Esta experiencia de internado es una integración

cooperativa entre el estudiante, el profesor, y el principal.

Objetivos Generales

1. Fomentar el desarrollo continuo del líder educativo en un ambiente escolar real.

2. Proveerle al interno la oportunidad de relacionarse con una población diversa de

estudiantes y empleados.

3. Aplicar conceptos teóricos de diseño de estrategias administrativas que tienen un impacto

directo en el nivel escolar.

4. Proveer un medio para el trabajo en equipo que facilite la planificación de la tarea

educativa.

5. Adquirir mayor confianza en el proceso de tomar decisiones.

6. Aplicar aspectos legales relacionados al bienestar del estudiante y el resto de la

comunidad escolar.




7. Aplicar principios éticos como líder escolar.

Libros y recursos

Daresh, J.C. (2006). Beginning the principalship: a practical guide for new school leaders.

Thousand Oaks, CA: Corwin Press : National Association of Elementary School

Principals. ISBN-10: 1412926823

E-Book

Donnelly, J. (2003). Managing Urban Schools: Leading From the Front. Sterling, VA: Taylor &

Francis. eBook ISBN: 9780203416839

Lecturas adicionales

Kowalski, T. (1995). Case studies on educational administration. New York: Longman

Benham, M. (1999). Case studies for school administrators. Lancaster, PA: Technomic

Ashbaugh, C. & Kasten, K. (1995). Educational leadership: Case studies for reflective

practice. New York: Longman

Evaluación

El estudiante inscrito en la Práctica de Administración Escolar será evaluado en dos

componentes: componente práctico y componente académico de este curso. Para

completar satisfactoriamente los requisitos del curso, el estudiante deberá aprobar

ambos componentes con un puntuación mayor o igual al 70% en cada uno de ellos.

A. Componente Práctico (1200 puntos)

1. Favor referirse a manual de práctica

B. Componente Académico (390 puntos)

1. Asistencia al Seminario – La asistencia a los talleres del seminario es compulsoria.

Durante estos talleres, se coordinarán evaluaciones en el centro de práctica, se llevarán a




cabo clases e investigación y se complementará la experiencia práctica del centro. La

asistencia del estudiante formará parte de la nota final del taller, por un valor final de 20

puntos.

2. Participación – La participación en clase consistirá en la discusión, análisis de

estrategias, retroalimentación e investigación de temas de ayuda para el ejercicio

efectivo de su tarea como educador en su experiencia práctica. El valor de la

participación para este componente será 20 puntos.

3. Discusión socializada y presentación oral sobre una de las Competencias y Destrezas

requeridas para la Certificación en Liderazgo Educativo en la Florida

(Anejo/Apéndice D). Cada estudiante seleccionará una de las competencias y destrezas

para su presentación oral. La evaluación de la presentación oral está basada en la rúbrica

que aparece en el Anejo/Apéndice F. El valor total a acumular corresponde a 50 puntos

de su nota final.

4. Entrega de asignaciones, documentación de práctica e informes requeridos por el

profesor supervisor (hoja de asistencia, planes diarios, divisiones del portafolio, etc.).

Por cada sesión del seminario se acreditarán un total de 5 puntos por la entrega de toda

su documentación de práctica. El valor total a acumular corresponde a 25 puntos de su

nota final.

5. Entrega de trabajos escritos. La evaluación de los trabajos escritos está basada en la

rúbrica que aparece en el Anejo/Apéndice E. El valor total a acumular corresponde a

100 puntos de su nota final.

6. Investigación, búsqueda y análisis de material suplementario en cada taller del

Seminario de Práctica:




Se espera que el estudiante-administrativo conteste una serie de preguntas relacionadas

con los estándares del estado y su experiencia como interno. En cada taller del

Seminario de Práctica, se analizara y discutirá el resultado de la investigación, búsqueda

y análisis del material suplementario y/o direcciones electrónicas sugeridas. El maestro-

estudiante mostrará evidencia de haber realizado dicha investigación, búsqueda y

análisis mediante anotaciones, reflexiones y/o resúmenes por escrito. Esta evidencia será

colectada en cada uno de los talleres correspondientes para un valor de 5 puntos por

taller.

Reflexione sobre su experiencia en el centro, tareas, desarrollo de competencias,

dificultades, estrategias utilizadas para la resolución de problemas, estrategias de

administración, de avalúo, y detalle sus impresiones sobre la experiencia desde su punto

de vista, lo que ha observado y lo que ha aprendido sobre las recursos electrónicos y

libros recomendados (Preguntas y rubrica Apéndice B y C).

7. Creación de un Portafolio de Práctica refleje la labor realizada como parte de su

experiencia. El portafolio será evaluado utilizando la rúbrica que aparece en el

Anejo/Apéndice G1. Los estudiantes utilizarán el Anejo/Apéndice G2 para su propia

autoevaluación del portafolio. El Portafolio de Práctica deberá incluir:

• Página de título

• Introducción

• Autobiografía

• Resume

• Áreas de competencias que corresponden a la “Florida Education Standards

Commission.”




• Documentación profesional, personal y académica requerida como parte de esta

experiencia: formas y blancos, acuerdos, resúmenes e informes y hojas de

asistencia, evaluaciones de supervisión, auto evaluaciones, fotos, vídeos,

evidencia de aprendizaje del estudiante-maestro.

• Conclusión

• Bibliografía utilizando estilo APA.

• Todas las instrucciones relacionadas con el Portafolio y su preparación aparecen

en el Anejo/Apéndice G.

8. Preguntas FELE-50 puntos

El estudiante tiene que familiarizarse con el estilo y preguntas del F.E.L.E. o los

estándares y habilidades requeridos para certificación de administración educativa en

Florida. Utilizando como referencia las lecturas recomendadas, la práctica y el guía de

estudio de FELE, escribirá dos preguntas de selección múltiple para cada taller. Las

preguntas tienen que ser de acuerdo a los estándares asignados para cada taller. Estas

preguntas deben ser compartidas en cada taller y entregadas en el cuarto taller. El valor

total a acumular corresponde a 40 puntos de su nota final. Cada pregunta tiene un valor

de 5 puntos.

Criterios de evaluación

Práctica Puntos Seminario Puntos

Mínimo de 80 horas Práctica

Supervisada

100 Asistencia 20

Evaluación del Principal 550 Participación 20




Supervisor y Profesor

Auto evaluación 100 Entrega y actualización de

documentos de Práctica

25

Documentación de 10 actividades 100 Investigación, búsqueda y análisis

de material suplementario

25

Dos actividades STAR 200 Preguntas (FELE) y casos 50

Ensayo 100 Discusión socializada y

presentación oral sobre una de las

Competencias y Destrezas

requeridas para la Certificación

en Liderazgo Educativo en la

Florida

50

Lecturas Asignadas 50 Portafolio 200

Total 1200 Total 390

Escala de notas

100 – 90% A

89 - 80 B

79 - 70 C

69 - 60 D

59 % o menos F




Para completar satisfactoriamente los requisitos del curso, el estudiante deberá aprobar ambos

componentes con una puntuación mayor o igual al 70% en cada uno de los componentes:

práctica y académico.




Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado

en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien

puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador

deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una

excepción a las reglas pues es importante que los estudiantes utilicen el idioma

designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el

idioma propio todo en inglés o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen

antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la

ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser

necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el

trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.




Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.

4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes

opciones:

b. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.

c. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos

por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee una

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad a ser repuesta.

6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero

recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se

debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y

citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.

Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.

El servicio de SafeAssign TM de Blackboard será utilizado por los facilitadores para

verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del

estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,




deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,

refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que

TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en

caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el

trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben

observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y

trabajos.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar

copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.

10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,

deberá permanecer en vibración o en silencio.

11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de

clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,

no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la

búsqueda de la información deseada. Entre ellas están:

• www.google.com




• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/ (alquiler)

• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/ (compra)

Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser

necesario.

Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de

cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de

Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de

Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.




Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la

certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health

Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act

(RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936




Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es

una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que

vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como

facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo

entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza

a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.




4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

no sólo memorizar las contestaciones “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información sobre

la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.




Study Guide

Course Title Internship/Practice/ In Educational Administration Leadership

Code EDAG 670P, 671, 672

Time Length Academic Component – 5 weeks

Pre-requisite Completed all courses and Institution or Internship Coordinator’s

Approval

Description

The course of EDAG 670P, 671, 672 is the application of knowledge, skills, and values for the

graduate student in sustained real work life experiences as an administrator. The intern will

demonstrate the ability to integrate theory, research, and practice to transform an educational

institution into effective, collaborative, and responsible learning communities. It emphasizes

School Management, Leadership, Management, Personnel, Communications, and School

Operations: Curriculum, Finance, Law, and Technology.

General Objectives

1. To foster the intern with continuing development as an educational professional and leader

through reflection on practice and engagement with others.

2. To provide the intern with the opportunity to interface with a diverse population of students

and staff.

3. To apply educational leadership theories in a sustained real work life experience as an

administrator.

4. To provide a team work environment that facilitates the planning of educational tasks.

5. To gain self-confidence in administrative decision-making.




6. To apply legal disposition related to the well being of the student and the rest of the school

community.

7. To apply ethical principles.

Language Specific Objectives:

1. To professionally write critical and reflexive analysis related to the experience in the

administrative leadership internship practice following proper grammatical rules and

syntaxes.

2. To argue and report on situations related to assigned lectures in each workshop utilizing

correct pronunciation and correct use of verbs in both languages.

3. To develop organized written reports with a logical order of events in both languages.

Texts and Resources

Daresh, J.C. (2006). Beginning the principalship: a practical guide for new school leaders.

Thousand Oaks, CA: Corwin Press : National Association of Elementary School

Principals. ISBN-10: 1412926823

E-Book

Donnelly, J. (2003). Managing Urban Schools: Leading From the Front. Sterling, VA: Taylor &

Francis. eBook ISBN: 9780203416839

Additional Readings

Kowalski, T. (1995). Case studies on educational administration. New York: Longman

Benham, M. (1999). Case studies for school administrators. Lancaster, PA: Technomic




Ashbaugh, C. & Kasten, K. (1995). Educational leadership: Case studies for reflective practice.

New York: Longman.

Evaluation

The Internship student will be evaluated in both components: internship experience and

academic seminar. To successfully complete the requirements of internship, the student should

pass both components with a score of 70% or more.

A. Experiential Internship Component (1200 points)- Refer to manual

B. Academic Component (Seminar) (390 points)

1. Attendance to Seminar: Attendance to Seminar sessions is compulsory. During this

workshops practicum internship assessments coordination will be made, classes and

research will complement Internship experience. Student attendance will make part of

the final grade for a total value of 20 points. The student will need to obtain 70% or

more in order to approve both components of the course.

2. Participation: Participation in group discussion, analysis of strategies, techniques,

feedback and consultation, and complementary study of case management skills that

help students through their Internship experience. Participation value for this component

is 20 points.

3. Socialized Discussion and oral presentation of one of the Competencies and Skills

required for certification in Educational Leadership in Florida (Appendix D). Each

student will select one of the competencies and skills for his/her oral presentation. The

rubric that appears in Appendix F will be used to evaluate the presentation. The total

value for this criterion is 50 points of the final grade.




4. Assignments, internship related paperwork updates and submission: (Attendance Sheet,

divisions of portfolio, documents etc.). For each section of the seminar a total of 5 points

will be added to student scores. The total value for this criterion is 25 points.

5. Written work. The rubric that appears in Appendix E will be used to evaluate all written

work. The value for this criterion is 100 points of the final grade

6. Research of supplementary information sources for special projects and complimentary

subjects of help in internship performance: Presentation and discussion in class of

supplementary sources will be evaluated. It is expected that the student present evidence

of his/her research and answer reflective questions related to the state standards and

his/her experience as an administrative intern. Each piece of evidence will be collected

in each seminar for a value of 5 points per seminar. Reflect about the experience gained

during your administrative internship, competencies development, strategies used to

solve problems, administrative strategies, evaluation, what you have observed and

impressions (Questions and rubric in Appendixes B and C). The total value for this

criterion is 25 points.

7. Creation of an Internship Portfolio. This portfolio must reflect the work done during the

internship experience. The Portfolio Rubric (Appendix G1) will be used to evaluate the

portfolio. The students will use Appendix G3 to conduct a portfolio self-assessment.

The portfolio must include:

• Title Page

• Introduction

• Autobiography

• Resume




• Areas of competency of the “Florida Education Standards Commission.”

• The professional, personal, and academic documents required as part of this

experience are: blanks, forms, agreements, summaries of case reports and

working hours log, group activities, special projects, supervisory evaluation, self-

evaluation, reflections over research.

• Conclusion

• References (APA style)

• See Appendix G for the complete Guidelines to Prepare the Portfolio.

8. Questions FELE- 50 Points

The student must be cognizant of the style and questions from the Florida

Educational Leadership Exam or the standards and skills required for

certification. Use the recommended readings, websites, and the study guide as a

reference to write two multiple choice questions. Bring two samples of these

questions to each workshop. Make sure the questions are related to the

competency of study for that workshop. This assignment has a value of 50 points.




Evaluation Criteria

Internship Points Seminar Points

Minimum of 80 hours of

supervised internship

100 Attendance 20

Evaluation Principal/Supervisor 550 Participation 20

Self evaluation 100 Submission and Update of

Internship paperwork

25

10 documented activities 100 Supplementary information

research and analysis

25

Two activities STAR 200 Multiple selection questions

similar to FELE

50

Essay 100 Socialized discussion and oral

presentation about the integration

of information technology in

school system.

50

Assigned readings 50 Portfolio 200

Total 1200 Total 390

Grade scale

100 – 90% A

89 - 80 B

79 - 70 C




69 - 60 D

59 % or below F

An Internship student will be evaluated in both components of this course, the internship

experience and the academic seminar. To successfully complete the requirements of the

internship, the student must pass both components with a score of 70% or more.




Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a Dual

Language Professional. Workshops will be facilitated in English and Spanish, strictly using

the 50/50 model. This means that each workshop will be conducted entirely in the language

specified. The language used in the workshops will alternate to insure that 50% of the course

will be conducted in English and 50% in Spanish. To maintain this balance, the course

module may specify that both languages will be used during the fifth workshop, dividing that

workshop’s time and activities between the two languages. If students have difficulty with

asking a question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This should only be

an exception as it is important for students to use the assigned language. The 50/50 model

does not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires an

average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must

present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is

justified and decide how the student will make up the missing work, if applicable. The

facilitator will decide on the following: allow the student to make up the work, or allow the

student to make up the work and assign extra work to compensate for the missing class time.




Assignments required prior to the workshop must be completed and turned in on the assigned

date. The facilitator may decide to adjust the grade given for late assignments and make-up

work.

4. If a student is absent to more than one workshop the facilitator will have the following

options:

b. If a student misses two workshops, the facilitator may lower one grade based on

the students existing grade.

c. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must

include the same content and language components as the oral presentation or special activity

that was missed.

6. In cooperative activities the group will be assessed for their final work. However, each

member will have to collaborate to assure the success of the group and the assessment will be

done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or

paraphrased material must be properly cited, with credit given to its author or publisher. It

should be noted that plagiarized writings are easily detectable and students should not risk

losing credit for material that is clearly not their own. SafeAssignTM, a Blackboard




plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of

written assignments. It is the student’s responsibility to read the university’s plagiarism

policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong

to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This means

that ALL papers submitted by the student must be original work and that all references used

will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,

in case of detecting an incidence, the student will obtain a zero in the assignment or activity

and could be referred to the Discipline Committee.

8. If the Facilitator makes changes to the study guide, such changes should be discussed with

and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email address,

phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must

be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to the

classrooms.

12. All students are subject to the policies regarding behavior in the university community

established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do not

stop your investigation. There are many search engines and other links you can use to

search for information. These are some examples:

• www.google.com




• www.ask.com






• www.google.com

• www.ask.com






• http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/ (rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/ (buy)

The facilitator may make changes or add additional web resources if deemed necessary.

Note: If the facilitator or the student is required or wants to perform a research or needs to

administer a questionnaire or an interview, he/she will need to refer to the norms and procedures




of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms

from the IRB Office or for additional information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional Review

Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

If you have any question, please contact the following Institutional Coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936




Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences. As teachers, our focus is on making connections between facts

and fostering new understanding in students. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret, and predict

information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make the assessment part of the learning process, ensuring it provides students with

information on the quality of their learning.




5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.




Workshop One

Specific Objectives

At the end of this workshop, the intern will:

1. Understand internship components, procedures, requirements, and evaluation methods.

2. Be familiarized with Competencies and Skills Required for Certification in Educational

Leadership in Florida.

3. Identify the most important characteristics of an educational leader.

4. Identify the common components of the change process.

5. Identify internal and external forces that influence the educational system.

6. Relate the characteristics of an educational leader with his/her roll dealing with internal

and external forces that influences the educational system.

7. Identify motivational incentives for increasing performance and satisfaction.

Specific Language Objectives:

1. Develop team work discussions with correct pronunciation and syntaxes.

2. Answer questions of Appendixes B and C with correct grammar and proper vocabulary.

3. Organized the requirements with correct use of professional terms.

URLs

Competencies and Skills Required for Certification in Educational Leadership in Florida,

Fourth Edition

http://www.fldoe.org/asp/fele/felecomp.asp#fourthedition

FELE- Test preparation guides

http://www.fl.nesinc.com/FL_testprep.asp

To obtain FELE Application Form




http://www.fl.nesinc.com/FL_register_toc.asp

FELE - Florida Educational Leadership Exam (Paperback)

http://www.amazon.com/gp/product/1581970722/102-9110163-6222518?v=glance&n=283155

An educative look at “Educating School Leaders”

http://www.ucea.org/

The Changing Face of Leadership Preparation

http://www.aasa.org/publications/saarticledetail.cfm?ItemNumber=3220

Seven Policy Considerations for Principal Appraisal

http://www.aasa.org/publications/content.cfm?ItemNumber=4550

Who runs the school?

http://www.ed.gov/pubs/OR/ResearchRpts/prinview.html

To be eligible as a principal in Florida

http://www.fldoe.org/edcert/rules?GA-4-0083.asp

Defining School Leadership – Developing Successful Principals

http://seli.stanford.edu/research/documents/SELI_sis_research_review.pdf

“So Now What?” Managing the Change Process

http://www.essentialschools.org/cs/resources/view/ces_res/90

Ten by Ten: Essential Schools That Exemplify the Ten Common Principles

http://www.essentialschools.org/cs/resources/view/ces_res/97

Why Is School Leadership Preparation So Complex

http://cnx.org/content/m13828/latest

Conflict Resolution in Schools

http://www.disputeresolution.ohio.gov/introschoolcm.htm




Assignments before Workshop One

1. The student must identify the Internship center.

2. Coordinate a visit to internship center.

3. Complete and hand in the Internship agreement form (Appendix A in Manual), resume,

finalized goals objectives, and preliminary self assessment (Appendix D in Manual).

4. Create FELE type questions similar to those included in the FELE. They must be related

to Instructional Leadership and Managing the Learning Environment.

5. Based on the websites recommended and your field experience, answer the questions

from Appendix B assigned for this workshop.

Activities

1. Ice breaker activity:

Draw a picture of a Super Hero. On different parts of his/her body, write the most

important characteristics of a school leader. Compare this leader to yourself. Mention

those characteristics that you also hope to develop while working as an intern.

2. The facilitator will explain internship experience and distribute Student Teaching

Handbook.

• Duties of the internship and schedule of assignment

• Goals of the internship

• Vision and mission of the College of Education

• Rules

• Academic requirements

• Evaluation of internship

• Responsibilities of educational leadership intern.




3. The facilitator will invite those students who began their hours in the summer to share

their experiences.

4. Discuss the Competency and Skill in Educational Leadership in Florida related to

leadership. What kind of evidence can be provided?

5. Discuss part one from the book Beginning the principalship: a practical guide for new

school leaders. The students will work in small groups, and will discuss the questions

presented in each chapter.

6. The facilitator will go over the documents and work expected for the next meeting.

Assessment

1. Please hand in the answers to the questions provided in Appendix B.




Taller Dos

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Analizará la manera en que está organizada la estructura física y recursos humanos en el

sistema escolar.

2. Discutirá los diferentes modelos de planificación y currículo.

3. Comparará los modelos de planificación con el que utiliza el sistema escolar asignado

para su práctica docente administrativa.

4. Seleccionará los mejores métodos de enseñanza, planificación y evaluación en el salón

de clases.

5. Identificará las funciones e implicaciones de una variedad de diseños curriculares.

6. Analizará cuál es el modelo curricular utilizado en el sistema escolar en el cuál participa.

7. Describirá el rol del principal de acuerdo a los criterios de evaluación de un principal

presentado en las direcciones electrónicas.

Objetivos Específicos del Lenguaje:

1. Redactar las contestaciones de las preguntas haciendo buen uso de las reglas

gramaticales.

2. Usar nuevos términos y conceptos aprendidos adecuadamente en trabajos escritos y

orales al completar los documentos de práctica requeridos.

3. Demostrar organización y orden lógico de sucesos al redactar los tres documentos

descriptivos relacionados a tres áreas de competencia.




Direcciones Electrónicas

Defining School Leadership – Developing Successful Principals

http://seli.stanford.edu/research/documents/SELI_sis_research_review.pdf

Preparing and supporting “Whole Leaders”

http://www.iel.org/news/newsletter/nov05.html#wholeleaders

Evaluation of Principals

http://www.aasa.org/publications/saarticledetail.cfm?itemNumber=1049

School Organization

http://www.newfoundations.com/OrgTheory/SchoolasOrg.html

Teacher Empowerment

An excellent organization is not about power, it is about empowerment.

(Cunningham & Gresso, 1993)

Teacher Empowerment – Teacher Working Condition Tool Kit

http://www.teacherworkingconditions.org/empowerment/index.html

Linking leadership to instruction

http://www.pen.k12.va.us/VDOE/Instruction/introduction.pdf

Theories of learning

http://www.brookes.ac.uk/services/ocsd/2_learntch/theories.html

http://www.funderstanding.com/about_learning.cfm

Curriculum Design

http://www.ericdigests.org/2001-2/curriculum.html

Curriculum Model




http://intranet.cps.k12.il.us/Training/Curriculum_Model_Catalog.pdf#search='curriculum%20im

plementation%20models'

Horizontal Planning

http://www.vcds.forces.gc.ca/dgsp/pubs/dp_m/bus-plan/func-plan_e.asp

Vertical Planning Model

http://www.just4kids.org/bestpractice/practice_definition.cfm?sub=State&study=Tennessee&det

ailid=94

Tareas a realizar antes del Taller Dos

1. Completar los documentos de práctica requeridos: hojas de asistencia, diario reflexivo y

otros.

2. Leer las direcciones electrónicas recomendadas y responder las preguntas del Apéndice

B.

3. Escribir dos preguntas similares al FELE relacionadas a “Learning, Accountability and

Assessment and Ethical Leadership.”

4. Prepare y entregue 3 documentos descriptivos de tres áreas de competencia (Apéndice

F del Manual).

6. Buscr información sobre la Socialización y leerla.

Actividades

1. Entrega de documento de asistencia y descripción de experiencia (Apéndice F del

Manual).

2. Análisis grupal de experiencias en el centro de práctica. ¿Cual fue la experiencia de

mayor reto que su líder enfrento hasta el momento? ¿Cómo lo resolvió? ¿Qué tipo de

estrategias utilizó?




3. Los estudiantes crearán una variedad de escenarios relacionados a sus experiencias en

las escuelas con las preguntas presentadas como preparación para el taller (Apéndice

B).

4. Los estudiantes compartirán y discutirán las preguntas relacionadas al FELE.

5. Discusión de Capitulo Dos: Socialización. Discutir preguntas.

6. Revisión del portafolio.

7. El facilitador repasará los documentos y trabajos que se deberán entregar el próximo

taller.

Avalúo

1. Entregar las respuestas provistas en el Apéndice B.




Workshop Three

Specific Objectives

At the end of this workshop, the student will:

1. Identify responsibilities in recruiting, selecting, and inducting personnel.

2. Incorporate to his/her experience, peers experiences in Internship centers.

3. Identify resources, approaches, and techniques for career and staff development

programs.

4. Distinguish between reliable and unreliable performance appraisal criteria, methods,

techniques, and resources.

5. Identify the administrator’s responsibility in employee discipline, dismissal, and non-

renewal.

6. Describe the rights of teachers and employees in the educational system.

7. Design a Discipline plan.


1. Develop team discussion with correct pronunciation considering the commonalities,

syntax, interferences and differences among Spanish and English as a second language.

2. Apply the written skills considering grammatical rules, punctuation and correct use of

verbs while preparing the three documents of your field experience.

3. Use new terms and professional concepts in internship documents and assignments.

URLs

Responsibilities in recruiting, selecting, and inducting personnel

http://www.tqsource.org/publications/Key Issue_TeacherRetention.pdf

America’s Challenge: Effective Teachers for At-Risk Schools and Students




http://www.tqsource.org/publications/NCCTQBiennialReport.pdf

Teacher Recruitment and Retention: A review of the Recent Empirical Literature

http://www.aera.net/uploadedFiles/Publications/Journals/Review_of_Educational_research/7602/

04_REQ_Guarino.pdf

Districts with funds and incentives to attract needed teachers

http://www.fldoe.org/news/2006/2006_01_23.asp

How is Annual Performance Appraisal Data used in planning for professional development

in schools?

www.nefec.org/doclib/files/pdsprotocol.pdf

Discipline plan

http://www.teachersworkshop.com/twshop/relationaldisc.html

http://www.nasponline.org/resources/factsheets/pbs_fs.aspx

http://www.humboldt.edu/~tha1/disciplin.html

http://handcock.K12.mo.us/pdc/Classroom%20Discipline%20Plan.pdf

Assignments before Workshop Three

1. Read the websites recommended, and based on your field experience be prepared to

answer the questions from Appendix B.

2. Create two FELE type questions similar to those included in the FELE related to Human

Resource Development and Community and Stakeholder Partnership.

3. Complete Internship documents to be submitted.

4. Continue with the portfolio preparation.

5. Prepare and hand in 3 descriptive documents of your field experiences (Appendix F

from Manual ).




6. Hand in STAR activity (Appendix G and H in the Manual).

Activities

1. Documents submission and signature exchange.

2. Individually discuss the Internship Student Teacher Growth Profile.

3. Facilitator will discuss with the students Part Three of the textbook: Invisible Heroes

4. The students will exchange information about the questions asked related to human

resources, employees’ rights and staff development. They will form a panel and will ask

questions to each other.

5. Revision of the portfolio, documents, others.

6. The student and facilitator will have an individual analysis of partial evaluation.

7. The facilitator will go over the documents and work expected for the next meeting.

Assessment

1. Please hand in the answers to the questions provided on Appendix B.




Taller Cuatro

Objetivos Específicos

Al finalizar el Taller, el estudiante:

1. Identificará el procedimiento y uso apropiado de la tecnología para conducir una

evaluación sistemática de las necesidades escolares.

2. Explicar los estándares nacionales de tecnologías de información y comunicación para

estudiantes y sus propósitos curriculares.

3. Analizar cuáles son las líneas prioritarias de acción para implementar la tecnología en el

sistema escolar.

4. Identificará las metas y objetivos escolares basados en la necesidad del estudiante, la

comunidad y los estándares establecidos por el estado.

5. Mencionar el rol del líder educativo en el plan de tecnología para implementar sistemas

completos de evaluación efectiva.

6. Discutir los retos que confronta el plan de tecnología escolar o de distrito.

7. Señalar los atributos de un líder para manejar el cambio hacia el uso de la tecnología en

la administración, los maestros, empleados y la comunidad escolar en general.

Objetivos Específicos del Lenguaje:

1. Redactar las contestaciones de las preguntas haciendo buen uso de las reglas

gramaticales.

2. Usar nuevos términos y conceptos aprendidos adecuadamente en trabajos escritos y

orales.

3. Demostrar organización y orden lógico de sucesos al redactar los cuatro documentos

descriptivos relacionados a tres áreas de competencia.




Direcciones Electrónicas

Information Technology and schools: NETS for Administrators

http://www.NETS/ForAdministrators/2002Starndards?NETS_for_Administrators_2002_Standar

ds.htm

US National Technology and Communication Standards

http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Students_

2007.htm

http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/NETS_for_Teachers_

2008.htm

The Integration of New Information technology and Communication in Schools: Relevant

Factors (in Spanish).

http://www.usal.es/~teoriaeducacion/rev_numero_03/n3_art_gargallo-suarez.htm

Standards of Educational Technology for Administrators, Supervisors, State Directors and

School Directors (in Spanish).

http://www.quipus.com.mx/nueva-pagina-quipus/revista/fivestar/r35estan.htm

Principal’s Technology Resources

http://www.ocps.net/cs/sevices/cs/currareas/itlm/TI/strategies/Pages/default.aspx

Principals, Technology and change

http://technologysource.org/article/elementary_school_principal_as_ a_ change_

facilitator_in_ict_integration

http://technologysource.org/article/principals_technology_ and_ change/

Critical Issue: Developing a School or District Technology Plan




http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm

Trends and Issues: Educational Governance

http://papers.ssrn.com/so13/papers.cfm?abstract_id=353722

Tareas a realizar antes del Taller Cuatro

1. Completar los documentos de práctica requeridos: hojas de asistencia y portafolio.

2. Hacer búsqueda en las direcciones electrónicas y hacer lectura de las mismas.

a. Leer las direcciones electrónicas recomendadas y basado en su experiencia

responder las preguntas del Apéndice B.

b. Escribir dos preguntas de selección múltiple similares al FELE “Technology and

Decision Making Strategies.”

3. Prepare y entregue 4 documentos descriptivos de tres áreas de

Competencia (Apéndice F del Manual).

4. Entregar actividad final del formato STAR (Apéndices G y H del Manual).

5. Entregar el record de lecturas asignadas.

6. Desarrollarán un ensayo relacionado a la integración de los sistemas de información

tecnológica al sistema escolar (Apéndice E).

Actividades

1. Análisis grupal de experiencias en el centro de práctica.

2. Discusión socializada sobre las preguntas FELE que entregarán al final de la clase.

Explicarán por que las seleccionaron y como aplican a su área de práctica.

3. Los estudiantes discutirán las preguntas presentadas para este taller (Apéndice B).

4. Los estudiantes se reunirán en grupos para discutir y compartir los documentos

descriptivos de tres áreas de competencia que ellos seleccionaron. Justificarán el




propósito de su selección y cómo se relaciona con su área de práctica y desarrollo

profesional.

5. Los estudiantes desarrollarán una presentación oral corta donde cada estudiante

seleccionará una de las competencias y destrezas para su presentación oral. La evaluación

de la presentación oral está basada en la rúbrica que aparece en el Anejo/Apéndice E. El

valor total a acumular corresponde a 50 puntos de su nota final.

Avalúo

1. Favor entregar las respuestas a las preguntas provistas en el Apéndice B y los

ocho ejemplos de preguntas de selección múltiple similares al FELE.




Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes,

deberán utilizar el idioma asignado para

cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student should

use the language assigned for each

homework and activity.

Specific Objectives

At the end of the Workshop, the students will:

1. Identify the Budget priorities in a school district.

2. Explain how to improve Efficiency and Cost-Effectiveness in school system.

3. Discuss some school strategies for fundraising.

4. Discuss the budgetary threads in Educational Governance.

5. Mention the persistent funding disparities.

6. Relate accountability of school reform with the major developments in school finance

equity.

7. Explain school maintenance and operational cost.


1. The student will exhibits very little disfluency, such as "ahs," "uhms," or "you knows,"

and uses a variety of voice volumes in socialized discussions.

2. The student will use correct writing strategies, avoiding typographic errors by using

computer spell check.

3. The student will use new terminology and concepts to express message adequately.




URLs

Trends and Issues: Educational Governance

http://papers.ssrn.com/so13/papers.cfm?abstract_id=353722

School Law

http://www.nsba.org/MainMenu/SchoolLaw/Issues.aspx

The Principal’s Quick Reference Guide to School Law, 2nd ed., Dunkee, D.R. & Shoo, R.J.

Accountability and School Reform

http://www.uwm.edu/-Kim/papers/Accountability_Final.pdf

http://www.hepg.org/her/abstract/48

Budgetary Approaches

http://www.ed.gov/about/overwiew/budget/index.html

Florida Association of School Administration and Finances

• Persistent Funding Disparities

• Major Developments in School Finance Equity

• New Attention to Outcomes and Adequacy

• Improving Efficiency and Cost-Effectiveness

• School-Level Data-Collection Initiatives

• Cost-Cutting Trends

• Fundraising Strategies

• Future Policy and Research Directions

What Are the Budgeting Practices in Effective Site-Based Managed Schools?

http://www.ed.gov/pubs/SER/SchBasedMgmt/redefin4.html




School Maintenance and Operation Cost

http://www.edfacilities.org/rl/mo_costs.cfm

Assignments before Workshop Five

1. Complete the required internship documents: assistance sheets and portfolio.

2. Search URL’s and read the lectures assigned.

a. Based on assigned lectures and internship experience respond to Appendix B

questions (In English).

b. Write two of multiple choice questions similar to FELE related to Diversity and

Vision in the educational system (In Spanish).

3. Develop and turn in 4 descriptive documents of three competence area related to school

budgeting management (Appendix F of Manual) (English).

4. Prepare and turn in final activity of STAR format (Appendix G and H of Manual).

5. Organize and turn in the assigned lectures record.

Activities

1. Analyze in groups the internship experience and come prepare to discuss in class

(English).

2. Turn in the following documents: Portfolio and FELE questions (Spanish).

3. The students will discuss the questions developed for this workshop in English

(Appendix B).

4. The students will discuss the two multiple choice questions similar to FELE related to

Diversity and Vision in the educational system (In Spanish).

5. The students will discuss in Spanish.

6. The student representative will lead the final course evaluation in Spanish.




7. At the end of the workshop, the facilitator will ask each student to think about two

adjectives that can describe the internship experience. The students will write in Spanish

the two adjectives and will illustrate their feelings in a poster to put it in the wall. While

students are developing their reflexive analysis about their role as future educational

leaders, the facilitator will motivate them to hear the song “I hope you dance.”

Avalúo

1. Please turn in the responses to the questions provided in Appendix B and the question

examples of multiple selections similar to FELE.




Anejo A/Appendix A

Using SafeAssign against Plagiarism

SafeAssign is a plagiarism deterrent software. This software helps educators prevent plagiarism,

protect originality, and educate students on how to stay away from plagiarism. SafeAssign

detects content of student’s written assignments that was copied from different sources without

proper citation. It uses several databases and thousands of Internet resources for comparison

purposes. In addition to acting as a plagiarism preventer, SafeAssign helps students learn how to

cite properly (Karjoo, 2009).

Where can I find SafeAssign?

SafeAssign is a tool that can be found in Blackboard. Blackboard is the platform we use for all

of our courses. SafeAssign is part of the services offered by Blackboard to its clients.

Using SafeAssign in our Courses

SafeAssign is only intended to be used as a deterrent (to prevent students from intentionally or

accidentally committing plagiarism). The facilitator must discuss the availability of the software

and how it will be used during the first day of class (before using it). The facilitator needs to

explain the proper use of the software demonstrating how it works. This service should not be

used as a tool to penalize students. It is a service to assist students and facilitators in

implementing guidelines for written assignments. However, students must clearly understand

that plagiarism is an illegal practice that has serious consequences for the individual involved in

this practice in the state of Florida (refer Section 11.1 of the Student Manual, and if you belong

to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals).

“Ethical behavior is expected from the students in all course related activities. This means that

ALL papers submitted by the student must be original work and that all references used will be

properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and, in case of

detecting an incidence, the student will obtain a zero in the assignment or activity and could be

referred to the Discipline Committee”- AHORA Program.




Anejo B/Appendix B

Questions to reflect upon: Integrating theory and practice

Workshop One

• What are the most important characteristics of a school leader?

• What is the difference between organizational theory, motivational

theory, political and social systems theories?

How do they apply to practical situations?

• Identify the basic processes used in managing conflict

• Identify an effective strategy for achieving creative thinking, problem

solving, and group decision-making.

Workshop Two

(En Español)

• Conseguir un CROQUI de escuela. ¿Quién toma la decisión en la

organización de los periodos de clase?

• Hay algún plan de emergencia y contingencia o plan de evacuación?

¿Cuando se llevan a cabo los simulacros? Quienes colaboran?

• ¿A quién se le delega la responsabilidad de faltar un maestro u otro

empleado?

• ¿Cual es medio de comunicación utilizado para que los empleados se

comuniquen?

• ¿Existe un organigrama?

• ¿Cuáles son las metas académicas y sociales?

• ¿Cuáles son las reuniones que el principal debe asistir? Escoja una

reunión y obtenga evidencia de la agenda. Escriba un resumen del rol del

principal en esa reunión.

• ¿Cómo se mantiene disciplina y buena conducta entre los estudiantes?

• ¿Cómo se puede crear un ambiente de aprendizaje?

• Identifique las funciones e implicaciones del currículo utilizado.

• Explique, ¿cómo son los modelos de planificación y compárelos con los

de su práctica docente administrativa?

• Analice poscriterios de evaluación de un principal y compárelo con las

funciones del principal.




Workshop Three

(English)

• What are the tools used to evaluate the staff? Instructional and non-

instructional.

• Which is the due process followed when someone from the staff has

neglected his/her work? What have you observed, or what would your

principal do?

• How can school leaders effectively employ, develop, and manage

human resources to promote student academic achievement?

• What legal requirements, ethical principles, policies, and leadership

research apply to human resources in the school management?

• How can I provide leadership to help develop students’ academic

success?

• How can you as a leader facilitate development and empowerment of

your staff?

Workshop Four

(En Español)

• ¿Cómo se utiliza la tecnología en la escuela?

• Revise los propósitos curriculares de los estándares nacionales de

tecnologías de información y comunicación y explique su

aplicabilidad en su centro de práctica docente administrativa.

• Desarrolle un mapa conceptual sobre cuáles son las líneas prioritarias

de acción para implementar la tecnología en sistema escolar.

• Mencione el rol del líder educativo en el plan de tecnología para

implementar sistemas completos de evaluación efectiva en su centro

de práctica docente administrativa.

• Identifique los retos que confronta el plan de tecnología escolar o de

distrito.

• Señalar los atributos de un líder para manejar el cambio hacia el uso

de la tecnología en la administración, los maestros, empleados y la

comunidad escolar en general.




Workshop Five

(En Español y en

Inglés)

• Bring a copy of School Budget to discuss in class.

• Basado en las necesidades que has observado, y el cumplimiento de

los estándares conteste las siguientes preguntas, ¿Cómo utilizarías ese

presupuesto? ¿Harías algunos ajustes?

• ¿Cuándo se prepara el presupuesto? ¿Qué tipo de programa se utiliza

para hacer el presupuesto?

• ¿Hay alguna influencia legal en el presupuesto? ¿Hasta qué punto

tiene el administrador de la escuela poder para manejar un

presupuesto? ¿Quién lo tiene que aprobar?




Anejo C/Appendix C

Rubric/Questions to reflect upon: Integrating theory and practice

Student’s Name: ________________________________

Number of

questions

answered

Ability to synthesis

and make connections

through theory and

practice

Answers were handed in

on the day requested

Total

Workshop One

Answered all of the

questions-3 points

Answered some

questions- 2 points

Answers given are

based on theories,

observation, and

research- 5 points

Some answers needed

more elaboration and

support from practice or

theory- 3 points

Answers were handed in on

the day requested-2 points

Answers weren’t handed in

on the day requested - 1

point

Workshop Two

Answered all of the

questions- 3 points

Answered some

questions- 2 points

Answers given are

based on theories,

observation, and

research- 5 points

Some answers needed



theory- 3 points

Answers were handed in on

the day requested-2 points

Answers weren’t handed in

on the day requested - 1

point




Workshop

Three

Answered all of the

questions- 3 points

Answered some

questions- 2 points

Answers given are based

on theories, observation,

and research- 5 points

Some answers needed



theory- 3 points


on the day requested-2

points

Answers weren’t handed

in on the day requested -

1 point

Workshop Four

Answered all of the

questions- 5 points

Answered some

questions- 3 points




Some answers needed



theory- 3 points



points



1 point

Workshop Five

Answered all of the

questions- 5 points

Answered some

questions- 3 points




Some answers needed



theory- 3 points



points



1 point

Comments:




______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________




Anejo D/Appendix D

Competencies and Skills Required for Certification in Educational Leadership in Florida.

The Competencies and Skills Required for Certification in Educational Leadership in Florida,

Third Edition is a publication produced by the Florida Department of Education. It includes a

comprehensive listing of the State’s requirements for demonstrating competency and knowledge

in the areas of Instructional Leadership, Operational Leadership, and School Leadership.

The third edition contains the competencies and skills approved by the State Board of Education

in June 2008 for the examination being administered beginning in January 2009. This

publication can be found at

http://www.fldoe.org/asp/fele/dpf/3rd-Ed-FELE-C&S.pdf

The FELE Test is divided into three subtests: Instructional Leadership, Operational Leadership,

and School Leadership. Each test can be found in a different web site as specified below. A

simple FELE prompt is provided at

http://www.fldoe.org/asp/fele/pdf/FELE_SamplePrompt.pdf

Workshop One

Instructional Leadership:

http://www.fldoe.org/asp/fele/dpf/Subtest1.pdf

Managing the Learning Environment:


Workshop Two Learning, Accountability and Assessment


Ethical Leadership


Workshop Three Human Resource Development:


Community and Stakeholder Partnership:


Workshop Four Technology





Decision Making Strategies


Workshop Five Diversity:


Vision:





Anejo E/Appendix E

MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha: _______________

Criterio Puntos Puntuación

Contenido

Este trabajo está claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.

10

La presentación de ideas es coherente y puede ser seguida fácilmente.

10

El documento explica propiamente el contenido.

10

La presentación de ideas y argumentos está basada en recursos presentados, consultados o discutidos en clase.

10

El documento demuestra substancia, lógica y originalidad.

10

El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.

10

Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.

10

Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).

10

Usa gramática apropiada y correctamente.

10

Maneja verbos y acentuación apropiada y correctamente.

10

Total Puntos 100 (70% contenido y 30%

lenguaje)

Puntuación Total: _______

Firma Estudiante: ____________________ Firma Facilitador:___________________




RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper

10

Presentation of ideas is organized, coherent and can be easily followed

10

The paper properly explains content. 10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.

10

The paper demonstrates substance, logic and originality.

10

The author presents his point of view in a clear, convincing and well based manner.

10

Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and 30%

language)

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________




Apéndice F/Appendix F

Oral Presentation Rubric

Student Name: ______________________Date:___________________

Criteria Value Points Student Total Score

Content

The speaker provides a variety

of types of content appropriate

for the task, such as

generalizations, details,

examples and various forms

of evidence.

5

The speaker takes into

account the specific

knowledge and experience of

the listener

5

The speaker

uses arguments which are

adapted to the values and

motivations of the specific

listener.

5

The speaker uses delivery to

emphasize and enhance the

meaning of the

message in a lively

enthusiastic fashion.

5

Pronunciation and enunciation

are very clear. The speaker

5




exhibits very

few disfluencies, such as

"ahs," "uhms," or "you

knows," and uses a variety of

voice volumes.

The writing component

includes an introduction, a

table of content, topic

presentation and critical

reactions.

5

The writer uses appropriate

references, citations,

supporting details and variety

of written expressions.

5 .

Language

Student pronounces words in

a clear and correct manner

making language understood

to others.

5

Correct use of grammar and

verb conjugation

5

Correct use of vocabulary

words to express message.

5

Total Points 50 (70% of content

and 30% of

language)

Student’s Total Score:

________




Apéndice G/Appendix G

Guidelines to prepare the portfolio

1. Determination of sources of content

The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or reaction

papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflective diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

2. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within workshops.

Workshops will be separated from one another using construction paper or paper of different

colors, with tabs indicating the workshop number.

3. Portfolio Evaluation: Appendix G1 will be used to evaluate the portfolio. Appendix G2 is a

progression Follow-Up Template for the facilitator’s and student‘s comments as appropriate.

At the end of the third workshop, the students will turn in the partial portfolio to the

facilitator for his/her in progress evaluation using Appendix G2. The facilitator will return

the partial portfolios on the fourth workshop. The students, in turn, will complete Appendix

G2 based on the facilitator’s comments. The student will use Appendix G3 to do an overall

portfolio assessment. The portfolio will have a value of 200 points of the final grade.

4. Presentation of the portfolio:

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The Portfolio Informational Sheet will be placed in the transparent front pocket of the

binder for identification purposes (Appendix G4).




• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be placed

at the beginning of the portfolio.

• A log of entries that can be expanded with each new entry properly numbered. The

table, which should be located at the beginning, should include a brief description,

date produced, date submitted, and date evaluated (Appendix G5). The student has

the option to build a Table of Contents instead of using Appendix G5.

• Introduction and conclusion of the income and outcome of the portfolio.

• Documentation and reflection process (Appendix G6) required in each workshop.

• A list of references and appendices of all assignments included will be added to the

end of the portfolio.

• Letter of Use and Return or Use and Discard of Portfolio (Appendixes G7 and G8).

• The entire portfolio will follow APA style: Courier or Times New Roman font, size

12, double space, and 1-inch margins. See a “Publication Manual of the APA, Fifth

Edition.”




Anejo G1/Appendix G1: Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do ideas

expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and portfolio

language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to quickly

locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are entries relevant to the content of the

portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough understanding of growth and development related

to their field of concentration? Do items show what the student has learned?




� Collaboration: Do items show examples of both individual and group work? Does the student provide

clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional understanding of how to be a reflective

thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of ethical behavior and professional

conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a potential

employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus




Anejo G2/Appendix G2: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas

Facilitator’s comments

Student’s response and comments




Anejo G3/Appendix G3: Overall Portfolio Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write

creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________ _____ 4. ______________________________________________________________ ______________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: ________________________________________________________________




Strategies:

1. _______________________________________________________________________

2. _______________________________________________________________________




Anejo G4/Appendix G4: PORTFOLIO INFORMATIONAL SHEET (to be placed in front)

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo Check one:

� Universidad del Este

� Universidad Metropolitana

� Universidad del Turabo

Check one:

� Undergraduate � Graduate

Concentration

Student’s Name

Facilitator’s Name

Portfolio rated as

Reason of this rate

Anejo G5/Appendix G5: Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10

Note: Student can also build a Table of Contents instead.




Anejo G6/Appendix G6: Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________




Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________




Anejo G7/Appendix G7: Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System, to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that is not going to be disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to keep a copy of

my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date




Anejo G8/Appendix G8: Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of Assessment and

Placement of the Ana G. Méndez University System to keep in their records a copy of my

portfolio. I understand that the portfolio is going to be used for accreditation or educational

purposes only, and that is not going to be disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a copy of

my portfolio for six months and discard it at the end of this period of time.

.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

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